This study investigates the impact of integrating technology-enhanced task-based learning (TBLT) on the effectiveness of English as a Foreign Language (EFL) instruction. A quasi-experimental design was employed with 60 intermediate-level EFL learners at a university language center, divided into an experimental group (n=30) and a control group (n=30). Over a 12-week period, the experimental group received instruction through a blended model incorporating mobile-assisted language learning (MALL) tools and structured multimedia tasks, while the control group followed a conventional textbook-based approach. Data were collected through pre- and post-tests assessing speaking and writing skills, a learner motivation questionnaire, and semi-structured interviews. Results indicated a statistically significant improvement (p < .05) in the speaking and writing performance of the experimental group compared to the control group. Furthermore, qualitative data revealed higher levels of learner engagement, autonomy, and motivation. The findings suggest that a systematic integration of technological tools within a task-based framework can significantly enhance the effectiveness of EFL teaching by fostering more authentic, interactive, and learner-centered environments.